EDUCATIONAL

RESEARCH by John W.
Creswell
Prepared by: Eunice B. Custodio, Ph.D. - 2019
A DEFINITION OF RESEARCH
AND ITS IMPORTANCE

 What is research? Research is a process in which you engage in a

small set of logical steps.
 Research is a process of steps used to collect and analyze
information to increase our understanding of a topic or issue. At a
general level, research consists of three steps: 1. Pose a question. 2.
Collect data to answer the question. 3. Present an answer to the
question.
 Research is also important because it suggests
improvements for practice. Armed with
 research results, teachers and other educators become
more effective professionals.
THE SIX STEPS IN THE
PROCESS OF RESEARCH

 When researchers conduct a study, they proceed through a distinct set of

steps. Years ago these steps were identifi ed as the “scientifi c method” of
inquiry (Kerlinger, 1972; Leedy & Ormrod, 2001). Using a “scientifi c
method,” researchers:
- Identify a problem that defines the goal of research
- Make a prediction that, if confirmed, resolves the problem
- Gather data relevant to this prediction
- Analyze and interpret the data to see if it supports the prediction and
resolves the question that initiated the research
The process of research consists of six steps:
1. Identifying a research problem
2. Reviewing the literature and studies
3. Specifying a purpose for research
4. Collecting data
5. Analyzing and interpreting the data
6. Reporting and evaluating research
THE RESEARCH PROCESS
CYCLE
Quantitative Research
Characteristics

In quantitative research the major characteristics are:

 Describing a research problem through a description of trends or a need for
an explanation of the relationship among variables
 Providing a major role for the literature through suggesting the research
questions to be asked and justifying the research problem and creating a
need for the direction (purpose statement and research questions or
hypotheses) of the study
 Creating purpose statements, research questions, and hypotheses that are
specifi c, narrow, measurable, and observable
Quantitative Research
Characteristics

 Collecting numeric data from a large number of people using

instruments with preset questions and responses
 Analyzing trends, comparing groups, or relating variables using
statistical analysis, and interpreting results by comparing them with
prior predictions and past research
 Writing the research report using standard, fixed structures and
evaluation criteria, and taking an objective, unbiased approach
Dependent Variables

 A dependent variable is an attribute or characteristic that is

dependent on or influenced by the independent variable.
 Examples of dependent variables in education are
achievement scores on a test, the organizational climate of
a junior high school, the leadership skills of principals, or
the cost effectiveness of student affairs programs in
colleges.
 To locate dependent variables in a study, examine purpose
statements, research questions, and hypotheses for
outcomes that the researcher wishes to predict or explain.
Ask yourself, “What is the outcome in this study?”
Independent Variables

 An independent variable is an attribute or characteristic that

influences or affects an outcome or dependent variable.
 In research studies, you will find the independent variables called
factors, treatments, predictors, determinants, or antecedent
variables.
 Regardless of name, researchers measure this type of variable
distinctly (or independently) from the dependent variable, and they
identify these variables as worthy of study because they expect them
to influence the outcomes.
Null Hypotheses

 The null hypothesis is the most traditional form of writing a hypothesis.

Null hypotheses make predictions that of all possible people whom
researchers might study (i.e., called the general population), there is no
relationship between independent and dependent variables or no difference
between groups of an independent variable or a dependent variable.
 To study this hypothesis, you would select a sample of all possible people
and draw conclusions from the statistical analysis of this sample for the
population.
 A null hypothesis might begin with the phrase “There is no difference
between” groups or “There is no relationship between (or among)”
variables.
Alternative Hypotheses

 In contrast to the null hypothesis, you may write an alternative hypothesis.

You will use an alternative hypothesis if you think there will be a difference
based on results from past research or an explanation or theory reported in
the literature. The two types of alternative hypotheses are directional and
nondirectional.
 In a directional alternative hypothesis, the researcher predicts the direction
of a change, a difference, or a relationship for variables in the total
population of people. A researcher selects a sample of people from a
population and predicts that the scores will be higher, better, or changed in
some way. This typical form for writing hypotheses is encountered in the
literature more than any other type of hypothesis.